A Educação Matemática na América Latina: um estudo comparativo dos currículos de Matemática do Brasil e México

• Ano de defesa: 2017
• Autor(a) principal: Silva, Marcelo Navarro da
• Orientador(a): Ag Almouloud, Saddo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Português: Educação Matemática; Matemática - Currículo; Educação comparada
• Palavras-chave em Inglês: Mathematics Education; Mathematics - Curriculum; Comparative education
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/20107

The present thesis aims to show the influences of Mathematics Education in the prescribed Mathematics Curricula of the Basic Education of Brazil and of the Basic and Higher Education of Mexico through comparative studies. The qualitative methodological study was carried out using researches in official documents and interviews with collaborating researchers in the organization and development of Mathematics Curricula, teachers of Mathematics teachers and teachers who teach Mathematics, Brazilians and Mexicans. The official documents surveyed that prescribe the Mathematics Curricula of these countries, as in Brazil the National Curriculum Parameters of Mathematics, and in Mexico the Programs of Mathematics Studies, were submitted to a comparative analysis from the perspective of Comparative Education. The interviews were used with the purpose of identifying teachers' conceptions about the Mathematics Curriculum and which Mathematics is being used in the classroom. The comparative study of the documents shows a similarity in the questions of mathematical contents, of didactic and methodological orientations, but the purpose of the Mathematics present in these Curricula points as difference, the formation of the student to exercise the citizenship, in Brazil, and the centered student formation in mathematical knowledge, in Mexico. The conceptions of the Mathematics Curriculum of the interviewees point to a dynamic curriculum vision that respects local customs and needs, and that textbooks are great influences in the classes of teachers who teach Mathematics. Therefore, we find a difference in the structuring of teaching in Brazil and Mexico, and we note that there are influences of Mathematics Education in the prescribed Mathematics Curricula, such as the use of Problem Solving, Interdisciplinarity, Contextualization, Mathematical Modeling, French Mathematics, Technologies and History of Mathematics